仁爱初中英语八年级上册《Unit 1Topic 2 Ill kick you the ball again》word教案A 2.docx
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仁爱初中英语八年级上册《Unit1Topic2Illkickyoutheballagain》word教案A2
Topic2I’llkickyoutheballagain
教学内容分析及课时分配建议：
本单元以PlayingSports为主题。
第二话题通过SectionAKangkang对Michael的邀请，引出对话的主题：
合作参加足球比赛。
对话呈现了本课所要学的语法重点：
subject+vt+indirectobject+directobject。
结合本单元的话题I’llkickyoutheballagain.呈现了重点短语：
kicktheballtoyou,passmetheball,practicedoingsth,givemeahand等,同时在对话中呈现了交际功能用语：
Willyou…?
Wouldyoumind（not）doingsth.?
和Doyoumind（not）doingsth?
帮助学生学会请求，提建议的表达法。
SectionB通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式：
SectionC简单介绍了篮球的发展历史和运动规则。
SectionD综合复习SectionsA-C的词汇、语法和功能句，巩固学生本周的学习内容，并介绍了两种英国的球类运动football和cricket。
本话题的内容可以用5个课时来完成。
第一课时：
SectionA-1a,1b,1c,2
第二课时：
SectionB-1a,1b,1c,2
第三课时：
SectionB-4a,4b,SectionA-1d,SectionB-3,SectionC-2
第四课时：
SectionC-1a,1b,1c
第五课时：
SectionD-1a,1b,GrammarandFunctions,Project
第一课时（SectionA-1a,1b,1c,2）
教学设计思路：
首先用足球赛的视频导入本课主题：
I’llkickyoutheballagain.在pre-listening部分提出三个问题让学生根据1a的图片猜测答案并浏览1b预测1a大意。
While-listening中完成三个问题答案的确认和1b的填空。
Post-listening中完成1c并利用2进行步的巩固和操练直接间接宾语及Wouldyoumind...句型，最后总结本课主要内容并布置课后作业结束本课。
Ⅰ.Teachingaims
Knowledgeaims：
（1）能正确拼读并运用单词表中的单词:
ill,mind,kick,pass,certainly,somewhere,throw.
（2）能正确运用以下短语造句：
fallill,givesbahand,dowellin.
（3）能自如地运用以下功能句进行交流，表达请求与允许:
Wouldyoumind（not）doingsth?
Doyoumind（not）doingsth?
Willyou…?
2.Skillaims:
（1）能听懂有关体育活动中团队合作的简单对话和陈述。
（2）能正确地运用本课的交际功能语言提建议或征求意见。
（3）能正确朗读课本的文本材料及难度相当的材料。
3.Emotionalaims:
通过对SectionA的学习，学生能够将团队精神渗透到自己的书面表达中，丰富对自己最喜欢的运动的描写。
同时，强化学生积极参与运动的意识，逐渐将团队合作精神渗透到学生的学习和生活中。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
能自如地运用以下功能句进行交流：
Wouldyoumind（not）doingsth?
Doyoumind（not）doingsth?
Willyou…？
2.Difficultpoints：
1.活动中近义句的转换。
2.Wouldyoumind（not）doingsth?
Doyoumind（not）doingsth?
Ⅲ.Learningstrategies
1.通过学习近义句的转换，使学生有能力用不同的句型表达相同的意思。
2.通过学生看图听音的训练，鼓励学生大胆预测所学内容。
Ⅳ.Teachingaids
计算机多媒体投影仪，一段足球比赛视频。
V.Teachingprocedures
Stage1（7mins）：
Greetingandleadingin
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
Getstudentsreadyforlearning.
Askagirlandaboytogivetheeverydayreport:
Myweekendplan.
T:
Goodmorning,everybody!
The
firsttwominsisforyoutogivetheeverydayreport
Focustheirattentionontheteacher.
Agirlandaboygivetheirreports,introducingtheirweekendplan.
Ss:
Goodmorning,Miss…
S1:
It’smyturntododutyreport.Today,Iwanttotalkaboutmyweekendplan.I’mgoingto……
2（individualwork）
Playthevideoofplayingfootballtointroducethetopic“I’llkickyoutheballagain”.
T:
It’sanexcitingmoment.OnJanuary10th,2015,ChinaplayedthematchagainstSaudiandwonatlast.SunHaikickedtheballintothedoor.Sogreat!
Today,Let’scometothetopic“I’llkickyoutheballagain.”
Freetalk
T:
Canyousaysomethingaboutfootball?
T:
Yes,that’sright.Anymore?
T:
Youaresogreat!
Watchthevideo.
Talkaboutfootballfreely.
S1:
Footballisoneofthemostpopularsportsintheworld.
S2:
TheBritainisthehometownofthemodernfootball.
S3:
IknowagreatfootballassociationnamedtheFIFA.
视频导入不但能使学生迅速安静下来，而且能让学生快速进入到新课的学习中。
Remark:
教师要合理运用时事热点。
既可激发学生兴趣，又可让英语课堂与时俱进。
Stage2（5mins）：
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Individualwork）
Leadin1a.Showsthepicturesof1aonthescreen,andpresentthreequestionsforthestudentstodiscuss.
（1）What’swrongwiththeboy?
（2）Whoistheboy?
（3）WhatareMichaelandKangkangtalkingabout?
Askthestudentstoreadthestatementsin1bandpredicttheanswers.
Lookatthepicturesof1aonthescreen,anddiscusstheanswersofthethreequestionspresentbytheteacher.
S1:
Heisill.
S2:
Heissleeping.
S3:
MaybeheisKangkang’sfriendorMichael’sfriend.
S4:
Maybetheyaretalkingaboutafootballgame.
Predicttheanswersto1b.
教师让学生通过观察图片预测发生的事，对于学生学习兴趣的激发作用很大。
Remark：
Stage3（8mins）：
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1.（Classactivity）
Playtherecordingof1aandcheckthethreeQs'answers.
T:
NowLet'schecktheanswersofthethreequestions.Blidyougetthemright?
Answerthethreequestionstogether.
Q1:
Hefellill/wasill.
Q2:
TheyaretalkingaboutthefootballgameonSaturday.
Q3:
HeisoneofKangkang'steammates.
2（Individualwork）
GettheSslistento1aagainandfinish1b.Thenaskthemtogivetheanswersindividually.
T:
Now,whocanshareyouranswerswithus?
Listento1aagainandfinish1bbythemselves.Thensharetheanswerswiththewholeclass.
S1:
ClassFive.
S2:
Fellill.
S3:
soccer.
S4:
pactice.
3（Classwork）
Playtherecordingof1asentencebysentence.AsktheSstolistenandfollow.
T:
Iwillplaytherecordingof1asentencebysentence.Pleaselisten
carefully,andpayattentiontoyourpronunciationandtheintonation.
Readthedialogueaftertherecordingsentencebysentence.Payingattentiontothepronunciationandtheintonation.
Ss:
...
Remark：
Stage4（15mins）：
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Groupwork）
Starton1c.
Explainthephrasesinboxbyusingsynonymousphrases.Andgivetwoorthreeminutesforthestudentstofinish1c.
T:
Now,let’scometo1ctogether.“beill”means“sick”;and“give…ahand”means“give…help”.
Asktwoorthreestudentstowritetheiranswersontheblackboard.
Trytounderstandtheexplanationofthephrases.Andthenfinish1c.
Discussingroupsandvolunteerswritetheanswersontheblackboard.
2（Individualwork）
GuidetheSstofinishsectionA-2
T:
Let’senjoysomepictures.Youcanuseseveralphrasestodescribethem.
Teacherplaystherecordingandpausesaftereachdialogue.GettheSstofinishPartAin2.
T:
Getreadytolistentotheconversationsandnumberthepictures.Thentellmetheanswer.
PlaytherecordingagainandgettheSsfinishPartB.Thenchecktheanswerinclass.
Guidethestudentstopracticethedialoguein2inpairs，helpingstudentstolearnthewaystoexpresspermissionandgivingadvice.
—Wouldyoumindpassingmetheball?
—Ofcoursenot.I’lldoitrightaway.
Lookatthepicturesin2-A,andtrytodescribethemwithphrases.
S1:
thehighjump,
S2:
playbasketball,
S3:
playfootball,
S4:
litterthings.
StudentslistenandfinishPartAin2.
S5:
therightorderis2-3-1-4.
StudentswritedowntheanswerstoPartBintheirbooks.
Askandanswerinpairs,usingthefollowingphrases
kickingtheballtome;
kickingmetheball。
showingthebooktome;
showingmethebook.
givingthebooktome;
givingmethebook.
Remark：
Stage5（5mins）：
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
Showthesummarytothestudentsonthescreen.
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?
T:
Canyoumakeasentencewithit?
T:
Agoodexample.Anythingelse?
Teachershowssummaryonthescreen.
SummarizeSectionAwiththeteacherbydoingexercisesshownonthescreen.
S1:
Welearnedhowtousethestructureof“Wouldyoumind（not）doingsth?
”Doyoumind（not）doingsth?
”afterteaching.
S1:
Yes.Forexample,wouldyoumindpassingmetheball.
S2:
Wecanhowtomakesentenceswiththephrases“fallill,givesbahand,dowellin”.
S3:
Wehaveknownthedifferencebetween“seesb.do”and“seesb.doing”correctly.
总结本课所学，帮助学生使知识条理化，再一次巩固本课的知识点。
2（Classactivity）
AssignstheHMK.
（1）Reviewthesummaryafterclass.
（2）Retell1aandreportittothewholeclasstomorrow.
（3）PreviewSectionB
afterclass.
T:
Good.Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.Pleasepractice1awithyourpartner.AndthenyoushouldpreviewSectionB-1a,1b,1c,2.
FinishtheHMKafterclass.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.Blackboarddesign
第一课时（SectionA-1a,1b,1c,2）
Wouldyoumind（not）doingsth.?
fallill/beill
Doyoumind（not）doingsth.?
begoodat/dowellin
Wouldyoumind…?
Couldyou…please?
givemeahand
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